Lois J. Hagie, FEA Presenter The Workshop Model in a Language Arts Classroom Rising Stars Summer Institute “Leadership for Learning” July 22, 2014

Lois J. Hagie, FEA Presenter

The Workshop Model in a Language Arts

Classroom

Rising Stars Summer Institute

“Leadership for Learning”July 22, 2014

2

All about me

Lois J. Hagie, Rising Stars Summer Institute "Leadership for Learning"

Elementary Teacher

Curriculum Resource Teacher

Supervisor of Elementary

Curriculum and Instruction

Teacher Consultant 2011Returning Fellow 2012

Adjunct InstructorEducation

Trainer

Once a teacher, always a teacher

Lois J. Hagie, Rising Stars Summer Institute "Leadership for Learning" 3

Essential Questions

How have the Common Core State Standards

impacted language arts literacy instruction and

will they lead to the future success of

students?


Essential Questions

What is a research-based

approach to reading and

writing instruction for all

students and aligns to

the Common Core State

Standards?


We already know that…

Common Core State Standards raised

the bar for expectations for literacy

learning of reading and writing.


Key Shifts in English Language Arts

Common Core State Standards for English Language Arts

Regular practice with complex text and their academic language

SHIFT ONE




Reading, writing, and speaking grounded in evidence from texts, both literary and informational

SHIFT TWO




Building knowledge through content-rich nonfiction

SHIFT THREE


“It is safe to say that across the

entire history of American

education, no single document

will have played a more influential

role over what is taught in our

school.”

Pathways to the Common Core, Lucy Calkins, Mary Ehrenworth, and Christopher Lehman, page 1


“The Common Core State

Standards have set the bar to a

height that no one teacher, no

single year of teaching, can

attain.”

Page 8 Calkins et. al.



Many districts have

adopted the workshop

model for reading and

writing instruction.



Teachers have concerns that they

will be evaluated on a workshop

instructional model to meet the

demands of the Common Core.


As an administrator, how can

you best support teachers as

they work to meet needs of

their students?


What does it look like and sound like when students are doing

• the work of thinking?

• the work of learning?

• the work of achieving?

• the work of becoming part of a learning community?


The answers can be found in a

WORKSHOP!


Why WORKSHOP?

• Student choice

• Student voice and ownership

• Student responsibility for learning

• Reading, writing, and thinking for long, uninterrupted chucks of time

• Building a community of learners


Questions for Research

What conditions are necessary

for literacy learning to occur?



What are the key features of the

reading and writing workshop that

support the growth of literacy skills?



Does instruction using the reading and

writing workshop model align with the

rigors of the Common Core State

Standards?


Let’s reflect on the writing workshop…

Writing needs to be taught like any other

basic skill, with explicit instruction and

ample opportunity for practice at all grade

levels.



Almost every day,

every child needs

writing instruction in

the form of a mini-

lesson and time for

actual writing

throughout the day.



It is necessary that during writing time, children write for stretches of time to develop volume, stamina, and self-sufficiency.



Assigning children to write responses to prompts is not the same as providing students with a planned, coherent structure for writing.



Children deserve to write for real, to write the kinds of texts that they see in everyday life: nonfiction chapter books, persuasive letters, stories, lab reports, reviews, poems.



Children need to know that others have written the same genre they are working on and can use that work as models.

“What did that author do that I could try in my own writing?”



Children compose

meaning by

putting their

thoughts on

paper.



Children will invest themselves in

their writing if they write about

subjects that are important to them.



The easiest way to support investment

in writing is to teach children to choose

their own topics most of the time.



Children need to see models of proper

spelling and strategies of good writing.



Children deserve to

be explicitly taught

how to write!


Key practices of exemplary workshop instruction

•Create an environment that is positive and supportive.


Key practices of exemplary workshop

instruction

•Motivate students



instruction• Implement a process, workshop approach



instruction•Get students writing, reading, and talking frequently



instruction

•Get students composing together


Key practices of exemplary workshop instruction

•Establish goals



instruction



instruction

•Provide formative feedback



instruction•Teach foundational skills



instruction• Increase students’ knowledge about writing


Key practices of exemplary writing instruction

•Use writing as a tool to support students’ learning across content areas


What does this instructional practice look

like in your school?


Cambourne’s Conditions for Learning

• Immersion

• Demonstration

• Engagement

• Expectation

• Responsibility

• Approximation

• Use

• Response Professor Brian Cambourne

Conditions for Learning, Cambourne, 1988



Immersion: Provide a print rich environment



Demonstration: Model the writing process for children



Engagement: Help children become active learners who see themselves as potential writers as they experiment with writing



Expectation: Learn the standards. Know the developmental stages of early literacy. We achieve what we expect to achieve.



Responsibility: Children are more engaged in their writing when given choice. Learners can make decisions.



Approximation: Accept children’s attempts while guiding them gently into accuracy. “Mistakes are essential for learning to occur.”



Use: Learners need time and opportunity to practice what they are learning in a risk-free environment.



Response: Writers must receive relevant, appropriate, and timely feedback. Genuine praise works!



demonstration

immersion Must be accompanied

by engagement



responsibility

expectations

Probability of engagement is increased if

these conditions are

present.

use

approximation

response


What conditions areneeded for writers’ new learning?

Explicit, whole group

instruction

Independent writing time/One-on-one Conferences

Literacy rich environment

Small group work

Immediate feedback

TIME!



The Workshop Model

A writing workshop needs to have a clear, simple,

predictable structure. Children need to know what

to expect. A typical writing workshop has a

defined structure: mini-lesson, work time, and

debrief, a time for sharing the new learning.


The Workshop ModelThat Workshop Bookby Samantha Bennett

page 9

Workshop as a cyclical structure


The Workshop Model

• Connection

•Mini-lesson:

• Teaching Point

• Active Engagement

• Link

• Independent Writing Time One-one conferences

• Mid-workshop Teaching Point

• Teaching ShareLucy Calkins

Teachers College Reading and Writing Project


The Workshop Model

The mini-lesson’s connection reflects

upon prior learning and precisely tells the

children what will be taught during the

lesson. connection


The Workshop Model

The mini-lesson’s teaching point is the

specific writing technique, strategy, or skill

expected within the children’s own writing

explicitly taught by the teacher or

demonstrated through mentor texts.

teaching point


The Workshop Model

The active engagement provides an

opportunity for children to try what has

just been modeled or demonstrated by the

teacher.

active engagement


The Workshop Model

The link to the ongoing work of the day’s

workshop is given as the teacher states

the expectations for the day’s

independent work time.

link


The Workshop Model

Independent work-time for children to

practice the skills and strategies they have

learned.

*one-on-one conferences with writers

*mid-workshop teaching point

independent writing


The Workshop Model

The teaching share is a time for closure

in the whole group setting.

teaching share


The Workshop Model

Workshop as a cycle of “catch and

release”

That Workshop Bookby Samantha Bennett

page 11


During the workshop, students are invited to live, work, and

learn as readers and writers.

Reading or Writing Workshop


Students receive direct whole-group instruction in the form of a minilesson and a mid-workshop teaching point. The teacher explicitly names a skill that proficient writers use that is within reach for most of the class, then demonstrates the skill and provides students with a brief interval of guided practice using it.

Writing Workshop


The Writing Workshop ModelWorkshop as a

systemThat Workshop Bookby Samantha Bennett

page 15


Students are also given time to write,

applying the skills and strategies they've

learned to their own writing pieces.

Writing Workshop


As students write, the teacher provides feedback that is designed to move students along trajectories of development. The feedback is given through one-to-one conferences and small group instruction, and includes instructional compliments and teaching.

Writing Workshop


The teacher helps a writer imagine what the next challenge is, and equips that writer with the skills and strategies necessary to begin tackling that new frontier.

Writing Workshop


Writing Workshop

• Mini-lesson and mid-workshop teaching point: Direct, explicit whole group instruction

• Self-selected pieces within a genre study

• Time for children to do what writers do, write!

• Time and instructional support to develop stamina

• Conferring with individual for feedback and to learn something new

• Flexible, small group instruction


“Writing workshops need to be predictable places so that wonderful, unpredictable things can happen in them.”

Katie Wood Ray

Wondrous Words. p212


In Conclusion

• Students must be participants in their own learning process.

• Teachers need to monitor student learning , provide feedback, and let students know when learning is successful.

Visible Learning: A Synthesis of Over 800 Meta-Analyses Related to Achievement, John Hattie, 2009


In Conclusion

“The quality of writing can be achieved by

mandating explicit instruction,

opportunities for practice,

centrality of feedback,

assessment-based instruction, and

spiral curriculum that have all been

the hallmarks of rigorous writing workshop instruction.”Page 112 Calkins et. al.

Calkins, Ehrenworth, Lehman


“Don’t Forget to Share!”

• What do you expect to observe when you enter a language arts literacy classroom?

• What other content area instruction would be enhanced by the workshop model?

Leah Mermelstein


TEACHERS COLLEGE READING AND WRITING PROJECT RESOURCES

• Danielson Observation Guide for Workshop:

• http://readingandwritingproject.org/resources/danielson-framework-for-teaching

Some Advice for Teachers Who Are Aiming Towards Highly Effective Teaching in Domain Three:

• http://connect.readingandwritingproject.org/file/download?google_drive_document_id=0B3yKjAsMtuECa0tlVWJaWlR4dzQ

http://readingandwritingproject.org/resources/danielson-framework-for-teaching




http://connect.readingandwritingproject.org/file/download?google_drive_document_id=0B3yKjAsMtuECa0tlVWJaWlR4dzQ





TEACHERS COLLEGE READING AND WRITING PROJECT RESOURCES

Danielson Observation Guide for Workshop:


ACTIVITYVIDEO 4th #3 Writing Mini-lesson 12:48 mins.

• What key elements of the workshop model can you identify?

• How does the teacher and her co-teacher keep the students actively engaged in their learning?

• Share your thinking with a partner.





References

Bennett, Samantha, 2007. That Workshop Book, New Systems and Structures for Classrooms That Read, Write, and Think. Portsmouth, N.H. Heinemann.

Calkins, Lucy, Ehrenworth, Mary, Lehman, Christopher. 2012. Pathways to the Common Core: Accelerating Achievement. Portsmouth, N.H. Heinemann.

Cambourne, Brian. 2001-2002. “Turning Learning Theory into Classroom Instruction: A Minicase Study.” The Reading Teacher: Vol. 54 No. 4.

Combs, Warren E., 2012. Writer’s Workshop for the Common Core: A Step-by-Step Guide. Larchmont, N.Y. Eye On Education.

National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO) 2010a. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Washington, DC: NGA Center and CCSSO.

-----.2010d. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects: Appendix C: Samples of Student Writing. Washington, DC: NGA Center and CCSSO.

Jasmine, Joanne, Weiner, Wendy. 2007. “The Effects of Writing Workshop on Abilities of First Grade Students to Become Confident and Independent Writers.” Early Childhood Education Journal, Vol. 35, No. 2, (October 2007): 131 -139.

The Reading and Writing Project, Teachers College, Columbia University. 2013. “The Intersection of Danielson’s Framework for Teaching and Best Literacy Practice.” NYC.

The Reading and Writing Project, Teachers College, Columbia University. 2009. “Principals First Year Summer Institute Writing Packet,” NYC.

Lois J. Hagie, FEA Trainer 80

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Documents

Lois J. Hagie, FEA Presenter The Workshop Model in a Language Arts Classroom Rising Stars Summer Institute “Leadership for Learning” July 22, 2014